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2015
Annual School Report 2015
PUNCHBOWL
Public School
2910
Introduction
The Annual Report for 2015 is provided to the community of Punchbowl Public School as an
account of the school’s operations and key achievements throughout the year.
It provides a detailed account of the progress the school has made to provide high quality
educational opportunities for all students, as set out in the school plan. It outlines the findings from
self-assessment that reflect the impact of key school strategies for improved learning and the
benefit to all students from the expenditure of resources, including equity funding.
Rose Manousaridis
Principal
School contact details:
Punchbowl Public School
1333 Canterbury Road
PUNCHBOWL 2133
97505055
www.punchbowl-p.schools.nsw.edu.au
Message from the Principal
Punchbowl Public School represents all that is great about public education in New South Wales. High expectations, respect for diversity and inclusion of all define our learning community. In 2015 we continued to focus on strengthening a safe, respectful learning environment which placed the learning and well-being of students, staff and the community at the centre of all our work. The school made significant improvements to its environment with the extensive planting of native gardens, the launch of the Positive Behaviour for Learning Plane and the revamping of external murals designed in collaboration with students. Signage which teaches expected behaviours have also been strategically placed across the school and greatly valued by staff, students and the community. The Early Action for Success program inspired our younger students and their teachers to engage in mathematics in vibrant and exciting ways and this has shown in their results. Our school continued to invest significant funding into the release of teachers to access high quality professional learning and to participate in collaborative planning and development to ensure that students have access to highly knowledgeable and skilled teachers. It is a privilege to lead this dynamic and vibrant school and I thank all the students, staff and community for their unrelenting effort in working together to make our school a great centre of teaching and learning. Rose Manousaridis
Message from the P&C
2015 has been another eventful year for the P&C at Punchbowl Public School, with many events and activities organised by the committee for the school community. This year, the P&C met twice each term, with meetings being held in Weeks 5 and 10. A large number of parents attended the Week 5 sessions especially, with their participation being greatly appreciated.
The P&C participated in a number of workshops and organised a variety of events in 2015, including an Easter raffle, Mother’s Day stall, Father’s Day stall and the school’s International Day. The International Day was the P&C’s major fundraising event for 2015, with food stalls being set up across the school and students using pre-paid tokens to purchase cuisine from other cultures. This event was a very successful way of celebrating the school’s diversity and was greatly supported by the school community. Our P&C view parents as partners in education who should play an active role in the education of their children. The P&C look forward to building on their success in 2016. Zeinab Kalil P&C President
School background
School vision statement
At Punchbowl Public School, our vision is to create an inclusive learning environment with high expectations which enables students to become independent, successful lifelong learners.
School context
Punchbowl Public School serves a diverse multicultural community, with 98% of the students having a language background other than English and 8% from refugee backgrounds. Located in South Western Sydney, Punchbowl Public School had a K-6 enrolment of approximately 590 students in 2015, with an additional 80 students in the preschool and 32 students in the early intervention centre. A Kindergarten Autism transition class has been established for the start of 2016 with the phasing out of the IM support class by the end of 2017. Student learning was supported by EALD programs, Arabic, Samoan and Vietnamese community languages programs, Reading Recovery,L3, TEN, Learning Assistance programs and Early Action for Success (2015-2016). The school has a strong team of professional dedicated teaching and non-teaching staff who are at various stages of their careers. The school community is also supported by the Schools as Community Centres (SaCC) and has strong community participation with an active Parents and Citizens Association.
Self-assessment and school achievements
Self-assessment using the School Excellence Framework
This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.
In 2015, the executive team took a lead role in applying the School Excellence Framework as part of a rigorous self-evaluation process. In 2016, a priority will be to raise awareness and understanding of the School Excellence Framework across the school and the Community and to improve how the tool is utilised as part on continuous school improvement processes.
Learning Elements
Our school focused primarily on building Learning Culture and Wellbeing through the explicit teaching of expected behaviors in all settings across the school. Lessons which had a primary focus on what it looks like to be a safe, respectful learner were delivered to all students on a weekly basis and the key messages were promoted at staff meetings, whole school assemblies, school newsletter and weekly staff bulletins to staff, students and the community. There was a significant increase in the number of students who were better able to articulate their roles as learners following the delivery of the lessons.
All staff participated in a range of ongoing professional dialogue and professional learning around the whole-school approach to shared behavioral expectations to optimize quality teaching and learning environments. The school’s data showed that the universal Positive Behaviour for Learning strategies benefit the overwhelming majority of students, however the school needs to explore very carefully the impact on student behavior when the regular classroom teacher is not present and strategies to better manage this dynamic. Further, the school needs to implement systems and strategies which recognize and increase positive behaviors which improve learning.
Teaching Elements
Our school had a major focus on Data Skills and Use with all K-2 staff participating in rigorous work embedded professional learning through Early Action for Success on improving their skills on placing students accurately on the Numeracy Continuum and incorporating data analysis in their planning for and assessment as and of learning. Regular analysis of PLAN data at stage and executive level and the use of data walls were key strategies to maintain data skills and use as a priority. The school also had a major focus on utilising the Planning Literacy and Numeracy (PLAN) software across the school. Teachers (3-6) participated in using the Literacy and Numeracy Continua to support their teaching to track and monitor student progress. Communicating clear learning goals with students to make numeracy and literacy more visible was a key strategy with the use of bumps it up walls evident across many classrooms. The school will continue to focus on the critical area of Data Skills and Use in 2016. Collaborative practice was the school’s most defining teaching element in 2015 and this was reflected in the significant amount of funding expended to support this vital professional process. Teachers and executive staff were released at stage levels to design and evaluate strategies for differentiation and consistency of teacher judgment. Executive staff were also released to provide intensive support in the implementation of the Performance and Development Framework. The school needs to consider how to better measure the impact of these professional practices on student learning in 2016.
Leading Elements
Our school invested significant human resources in the Leadership element continuing to build positive, respectful relationships with its community through the provision of a broad range of information sessions through the School as Community Centre and the school itself on a wide range of areas to promote the important role that parents play in the education of their children. All staff were expected to actively communicate with parents about the learning, attendance and behavioural needs and achievements of students and this was evidenced in an 80% increase in phone calls and interviews in 2015.
The school also directed a great deal of its attention into refining its systematic annual staff performance and development reviews through the implementation of the Performance And Development Framework with 100% of staff participating in the professional practices of developing Performance and Development Framework, structured feedback and observation of professional practice.
Our self-assessment process will further assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students.
Strategic Direction 1
Competent learners with high levels of wellbeing who can successfully apply knowledge and skills in a range of situations.
Purpose
Learners are at the centre of the school’s agenda for improvement. Developing learners who have high levels of well-being, who understand and exercise their role as active and engaged participants and who feel inspired to approach all learning with efficacy, curiosity and persistence will enable them to become academically, personally and socially competent to lead a responsible lifestyle.
Overall summary of progress
Progress towards achieving improvement measures Resources (annual)
Improvement measure Progress achieved this year
Increased number of students achieving literacy and numeracy benchmarks.
All K-2 teachers trained in TEN.
At the end of 2015:
100% of Kindergarten achieved state benchmark with 80% exceeding benchmark (numeracy)
91% of year 1 achieved state benchmark with 65% exceeding benchmark(numeracy)
93% of year 2 achieved state benchmark with 39% exceeding benchmark (numeracy)
At the end of 2015:
Reading
66% of Kindergarten students were reading
at or above Benchmark Instructional Reading
Level 9.
72% of Kindergarten students achieved
Cluster 4 or above in Reading.
98% of Kindergarten students achieved
Cluster 3 or above in Reading.
Comprehension
19% of Kindergarten students achieved
Cluster 4 or above in Comprehension
46% of Kindergarten students achieved
Cluster 3 or above in comprehension.
Writing
53% of Kindergarten students achieved
Benchmark Cluster 4 or above in writing.
89 % of Kindergarten students achieved
Cluster 3 or above in writing.
$51,376 (EAfS grant)
$127,00 1 FT IL
$249,299
2 FT Interventionists
$40,000 - High quality literacy and numeracy teaching resources.
$70,000 – High quality ICT teaching resources to enhance quality teaching and learning
Significant decrease of class related behaviour referrals to the executive and significant decrease in suspensions
95% of students strongly agreed with the Hattie Visible Learning questions. PBL School Wide Evaluation Team results 75% of staff agreed that expectations are defined and visible across the school. 100% of staff agreed that expectations are taught. 100% of staff agreed that the school has a system for rewarding expected behaviours. 75% of staff agree that responding to problem behaviour is understood consistently by all. 87.5% of staff agree that data is summarised and reported to staff. 100% of staff agree that the school leadership has embedded PBL goals into the school’s overall goals and operations. 100% of staff agree that the school team connects with external PBL personnel and allocates funding for school wide PBL. There was an increase in suspensions in 2015 which may be partly explained by unrelenting follow up and application of consequences. There was a decrease of class related behaviours to the executive while the regular teacher was on class but a significant increase of referrals when there was a casual teacher.
$120,601 – Employment of DP to lead PBL across the school.
$50,000 to support PBL – release time for teach to plan, walls that teach across the school.
Next steps
Using data, the school has set targets for student achievement in standardised tests
100% of K-2 teachers will be trained in L3 in 2016.
85% of Kindergarten students will achieve Cluster 4 in Reading and Comprehension at the end of 2016.
85% of Kindergarten students achieve Cluster 2 or above in Speaking and Listening and Vocabulary by the end of 2016.
80% of Year 1 students achieve Cluster 6 in Reading and Comprehension by the end of 2016.
80% of Year 2 students achieve Cluster 8 in Reading and Comprehension by the end of 2016.
85% of Kindergarten students achieve expected growth in Aspects 1 and 2 on the Numeracy Continuum by the end of 2016.
85% of Stage 1 students achieve expected growth in Aspects 1, 2, 3 and 4 on the Numeracy Continuum by the end of 2016.
100% of Stage 2 teachers accurately using the Numeracy Continuum to track student growth and achievement in Numeracy, supported by PL with the K-2 Interventionist.
10% growth in the number of students achieving proficiency level in Year 3 NAPLAN Reading.
8% growth in the number of students achieving proficiency level in Year 3 NAPLAN Numeracy (Number, Patterns and Algebra).
7% growth in the number of students achieving proficiency level in Year 5 NAPLAN Reading.
7% growth in the number of students achieving proficiency level in Year 5 NAPLAN Numeracy (Number, Patterns and Algebra).
Standardised reading tests will be administered for all students K-6 to establish accurate Reading/Comprehension levels.
EAfS will continue with lesson studies with a strong focus on collaborative planning,
observation, teacher feedback and reflection, teacher professional learning opportunities
to further develop understanding of the numeracy continuum, quality numeracy teaching
routines, formative assessment and problem solving strategies and the provision of
targeted interventions; providing short, sharp and focussed support for students with
identified learning needs.
Refine the school’s PBL Acknowledgement System, including the use of an updated
reward and recording system, to place greater emphasis on the achievements of
students who are following the school’s values; We are Learners, We are Respectful,
We are Safe.
20% reduction in Assistance Calls and Suspensions
Strategic Direction 2
A school wide, collaborative, self-reflective culture focussed on improving teacher and leader practices and student outcomes.
Purpose
Great teachers don’t just happen; they are developed”*Teaching can be an isolated activity with reduced opportunities for work embedded feedback. Building a collaborative culture which regularly and systematically reflects on and measures its own teaching and leading practice will have the greatest impact on improving staff and student learning and wellbeing. *NSW Government 2013, Great Teaching, Inspired Learning: a blue print for action.
Progress towards achieving improvement measures Resources (annual)
Improvement measure
Progress achieved this year
All staff can demonstrate the impact of their teaching practice including professional learning on improving student learning.
All teacher professional learning plans were aligned with student learning needs and the school’s strategic directions. 100% of staff completed Performance and Development Plans and participated in self-review and annual review processes. Classroom teachers released two days per term to participate in collaborative planning and professional development.
$46,800 to release
CTs
$45,000 to release supervisors
$120,601 – Employment of DP to build capacity in APs.
Walkthroughs
Lesson studies across the whole school
Integrate evaluative thinking into our work embedded practices
Ensure that professional collaboration is disciplined and has high impact on professional
learning
Strengthen the professional; practices of the Performance and Development Framework –
observation of professional practice, team teaching, modeling of teaching, structured
feedback, examination of evidence of impact of professional learning on student learning.
Strategic Direction 3
Positive connections with families and the community which share responsibility for student learning and wellbeing.
Purpose
Families and the broader community play a pivotal role in improving student learning. By working together with families and the broader community to develop a shared understanding of the school’s goals and to build positive attitudes to learning, the school will build on capacity outside of the school to strengthen learning in the school
Overall summary of progress
The school and the Schools as Community Centre (SaCC) worked in collaboration to provide our school community with a rich variety of information sessions and educational experiences to assist them as the first teachers of their children. These included literacy and numeracy sessions, cyberbullying, Triple P parenting classes, playgroups, English speaking lessons, helping with homework and dads night. Further information can be found in the SaCC 2015 Annual Results Based Learning at the end of this report.
Executive staff released to support the implementation of the Performance and Development Framework. 100% of classroom teachers participated in PDF processes of observation of professional practice, structured feedback and examination of a range of evidence around the impact of teacher practice on student learning.
The Leadership driver of student learning in the Learning Bar survey is rated at 8 (baseline rating 7.1).
Teachers scores for Leadership in the 2015 Focus on Learning Teacher Survey Report increased from 7.1 in 2014 to 7.8 in 2015. This area refers to teacher satisfaction around school leadership impact on teacher learning and teacher leadership.
Next Steps
Progress towards achieving improvement measures Resources
(annual)
Improvement measure
Progress achieved this year
100% of parents who attend information sessions will rate the sessions as helpful for the purpose of assisting their child’s education.
All parents who attended information sessions rated them highly.
Parents also attended special events including:
40+ parents attended Harmony Day
80+ parents attended Easter Hat Parade
200 + parents attended International Day over 200 parents attended
Over 30 fathers attended Dads Night
Over 50 parents attended White Ribbon assembly
Over 90% of parents attended Kindergarten orientation
$20,000 (SaCC)
Increased participation by staff to engage families in ongoing dialogue about the learning of their children.
There was a 70% increase of contact made by teachers by phone and or meetings to discuss student learning and well-being with parents and carers in 2015.There was a strong focus on engaging with both fathers and mothers.
All students with diagnosed disabilities have a Personalised Learning and Support Plan collaboratively developed by CT, families and agencies where appropriate.
All families were invited to participate in this process but only 90% did so.
Next steps
Build stronger links with schools, collegial networks, community businesses and
organisations.
Increase the number of fathers who participate in decision making at the school about
their child’s learning.
Improve our transition processes with local high schools
Next Steps
Next Steps
Key initiatives and other school focus areas
Key initiatives (annual) Impact achieved this year Resources (annual)
Aboriginal background funding
Funding was utilised to provide additional learning support in the implementation of Personalised Learning Plans.
$900
English language proficiency funding
The school employed Community Liaison Officers to enhance communication systems between the school and the home.
$18,318
Targeted students support for refugees and new arrivals
No funding was received in 2015.
Socio-economic funding The school utilised these funds to employ an additional Deputy Principal to build capacity in Assistant Principal and to lead the implementation of PBL; purchase high quality ICT, literacy an detaching; release classroom teachers to participate in regular and ongoing collaborative professional learning, resources to enhance teaching and learning; release supervisors to implement the Performance and Development Framework and PBL walls that teach across the school
$461,183
Low level adjustment for disability funding
The school supported all students requiring learning adjustments through a range of measures including referral and support from Learning Support staff and School Learning Support Officers funded by the school.
$82,700
Support for beginning teachers
All beginning teachers were provided with additional release time and access to additional professional learning including structured feedback sessions.
$68589.72
Other school focus areas Impact achieved this year Resources (annual)
Early Action for Success Employment of a FT Instructional Leader, two FT Interventionists to support the implementation of EAfS and a grant which was utilised to release CTs to complete TEN training.
$51,376
$120,601 1 FT IL
$249,299
2 FT Interventionists
Student information
It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.
Student enrolment profile
Gender
2009
2010
2011
2012
2013
2014
2015
Male 290 301 308 315 311 290 294
Female 301 315 319 305 281 292 284
Student attendance profile (mandatory)
[Insert text and appropriate table from electronic Data Summary Sheet here.]
Class sizes (optional)
[Insert text and appropriate table from electronic
Punchbowl Public School experiences a high level of student transition. Student enrolment in 2015 was 578 students. This demonstrates a continuation of reduced enrolment numbers over the past 3 years.
Student Attendance Profile
Year 2010 2011 2012 2013 2014 2015
Sch
oo
l
K 95.1 93.0 93.6 93.4 95.1 92.1
1 93.4 94.6 94.7 94.0 93.5 92.0
2 95.5 94.4 95.1 95.2 95.3 91.3
3 95.4 95.3 94.5 95.6 95.6 92.6
4 95.6 95.0 95.6 95.4 95.2 93.2
5 96.8 95.2 95.5 96.1 94.0 93.2
6 95.3 94.5 95.5 95.5 94.4 93.2
Total 95.3 94.5 94.9 95.0 94.8 92.5
Stat
e D
oE
K 94.7 94.7 94.3 95.0 95.2 94.4
1 94.2 94.2 93.9 94.5 94.7 93.8
2 94.4 94.2 94.2 94.7 94.9 94.0
3 94.5 94.4 94.4 94.8 95.0 94.1
4 94.5 94.3 94.3 94.7 94.9 94.0
5 94.4 94.2 94.2 94.5 94.8 94.0
6 94 93.8 93.8 94.1 94.2 93.5
Total 94.4 94.3 94.2 94.7 94.8 94.0
Management of Non-attendance
2015 student attendance data reflects a decline in student attendance which is explained by the changes for recording overseas travel which is now included in our school data. Many of our families travel overseas for significant periods of time which also has a significant impact on learning. In 2015 the importance of regular school attendance and punctuality was actively promoted to students, staff and parents. Strategies included:
• improved use of SENTRAL attendance data at stage and class level to monitor students’ attendance and identify concerns;
• inclusion of student attendance as a standard agenda item at weekly stage meetings. This resulted in more regular and consistent monitoring by class teachers and more effective follow-up by stage supervisors;
• five weekly reviews of attendance data with Home School Liaison Officer and the Learning and Support Team. A case management model was implemented for targeted students;
0
100
200
300
400
500
600
700
2009 2010 2011 2012 2013 2014 2015
Stu
de
nts
Year
Enrolments
Male Female
• referral of students whose attendance was of serious concern to the Home School liaison Officer, resulting in more intensive interventions;
• promotion of the importance of regular attendance and legal obligations of parents through the school newsletter, the Kindergarten orientation program and parent meetings; and
• the provision of translated attendance information to parents and the use of the Translating and Interpreting Services to conduct meetings in parents’ home languages.
Class Sizes
Roll class Year
Total in class
Total per year
1 KB K 20 20 2 KC K 21 21 3 KD K 20 20 4 KT K 20 20 5 K/1SD K 7 19 6 1 12 19 7 1A 1 23 23 8 1F 1 23 23 9 1S 1 22 22 10 1W 1 21 21 11 2A 2 25 25 12 2M 2 25 25 13 2V 2 25 25 14 3B 3 23 23 15 3G 3 25 25 16 3S 3 27 27 17 4L 4 24 24 18 4N 4 27 27 19 4V 4 26 26 20 5K 5 28 28 21 5O 5 27 27 22 6F 6 26 26 23 6S 6 28 28 24 3/4R 3 13 27 25 4 14 27 26 5/6D 5 18 28 27 6 10 28
Workforce information
Workforce Composition
Position Number
Principal 1.0
Deputy Principal 1.0
Assistant Principals 4.0
Assistant Principal – Mild Intellectual Disabilities
1.0
Classroom Teacher(s) 17.0
Primary Part-Time Teacher 1.0
Primary Teacher Executive Release 1.0
Primary SS Teacher - Autism 1.0
Primary Teacher RFF 1.008
Primary Teacher Librarian 1.0
Teacher of Reading Recovery 0.84
Learning and Support Teacher(s) 2.3
Primary Student Support Executive Release 0.042
Primary Student Support RFF 0.168
Teacher of ESL 4.0
Primary District School Counsellor 1.0
Primary Priority School Funding 1.2
Primary Community Language Teacher 2.4
Pre-School Teacher 2.0
Pre-School Teacher RFF 0.168
Pre-School Teacher of Young Children with a Disability
2.0
Primary General Assistant 1.0
Primary Administrative Officer 2.062
Pre-School Administrative Officer 0.2
Primary School Administrative Manager – Lev 3
1.0
School Learning Support Officer – Pre-School
2.0
Primary Learning Support Officer 1.0
School Learning Support Officer - Autism 1.0
School Learning Support Officer – Early Childhood
1.0
Total 54.388
The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. In 2015, no members of the workforce identify as being Aboriginal or Torres Strait Islander descent.
Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of
staff
Undergraduate degree or
diploma
100%
Postgraduate degree 43%
NSW Institute of Teachers
Accreditation
30%
Professional Learning and Teacher Accreditation
Punchbowl PS has a strong focus on continuous improvement for students and teachers through high quality professional learning. All teachers undertake extensive and sustained professional learning targeted to meet identified school priorities. The aim of all professional learning is to improve teacher quality in order to achieve improved student outcomes. In 2015 whole school Professional Development was undertaken in the following areas:
Visible learning through formative assessment utilising Learning Intentions and Success Criteria;
Training of staff to better understand and utilize student performance data to inform the development and implementation of educational programs;
Training of staff to implement high quality behaviour management strategies in classrooms and on the playground
Training of staff in ICT programs to include in all teaching areas ie Photoshop, Creating an E-Book, Blog Ed, Photo Story 3, SOLE and Educational websites;
Spirals of Inquiry – all stage teams developed their own interest based spiral of Inquiry which they shared with whole staff.
Training of staff in effective questioning and accountable talk;
Training of staff in what a quality reading program looks like;
Training of staff on The Nature of Learning including the seven Principles of Learning;
Training of staff in the Early Years Framework;
Training of staff in the Importance of Oracy for Vocabulary Development;
All K-2 staff were trained in Teaching Early Numeracy (TEN)
• Introduction to Australian Professional Standards Accreditation Process;
• EALD Connect Professional Learning; • PBIS: Universal Prevention Re-Loaded
• Intentional Teaching for Preschool and earl Intervention;
• Early Career Teachers Conference; • Whole School Approach to Support students
with Autism; • Introduction to Literacy Continuum and Plan
Software
• Working mathematically in Mixed Ability classrooms;
• Supporting EALD learners in literacy and ICT;
• Effective Leadership; • Oral language to support EAL New Arrivals;
• Understanding the Needs of Refugee Students Beginning Teachers Permanent beginning teachers were provided with additional funding in line with Great Teaching, Inspired Learning. The funds were utilized to restructure the teaching loads of permanent beginning teachers so they could be supported by mentoring and collaborative practices which included:
• collaborative planning;
• observing the teaching and classroom management of skilled and experienced teachers;
• accessing a wide range of professional learning outside of the school; and
• visiting other schools where good practice had been identified.
Financial information
Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.
Date of financial summary 30/11/2015
Income $
Balance brought forward 830,481.74
Global funds 560,657.95
Tied funds 721,826.88
School & community sources 72,041.05
Interest 20,736.79
Trust receipts 84,752.55
Canteen 0.00
Total income 2,290,496.96
Expenditure
Teaching & learning Key learning areas 45,270.82
Excursions 17,552.21
Extracurricular dissections 34,125.45
Library 7,428.84
Training & development 19,510.02
Tied funds 877,327.28
Casual relief teachers 192,155.42
Administration & office 136,733.42
School-operated canteen 0.00
Utilities 85,698.37
Maintenance 62,510.05
Trust accounts 81,038.11
Capital programs 0.00
Total expenditure 1,559,349.99
Balance carried forward 731,146.97
School performance
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data.
NAPLAN - Literacy
Reading
In 2015, 95.1% of Year 3 students demonstrated aptitude in Reading at National Minimum Standard or above. This is an improvement of 4.7% on the 4 year average of 90.4%.
In 2015, 79.1% of Year 5 students demonstrated aptitude in Reading at National Minimum Standard or above. This is a 5.4% decrease on the previous 4 year average.
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Bands
Percentage in bands: Year 3 Reading
Percentage in Bands
School Average 2011-2015
SSG % in Bands 2015
State DoE % in Bands 2015
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40
3 4 5 6 7 8
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Percentage in Bands
School Average 2011-2015
SSG % in Bands 2015
State DoE % in Bands 2015
Writing
In 2015, 98.7% of Year 3 students demonstrated aptitude in Writing at National Minimum Standard or above. This is an increase of 2.6% on the 4 year average.
In 2015, 83.3% of Year 5 students demonstrated aptitude in Writing at National Minimum Standard or above. This is a slight decline on the previous 4 year average.
Spelling
In 2015, 94% of Year 3 students demonstrated aptitude in Spelling at National Minimum Standard or above. This is consistent with the previous 4 year average.
In 2015, 89.3% of Year 5 students demonstrated aptitude in Spelling at National Minimum Standard or above.
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Percentage in bands: Year 3 Writing
Percentage in Bands
School Average 2011-2015
SSG % in Bands 2015
State DoE % in Bands 2015
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Percentage in bands: Year 5 Writing
Percentage in Bands
School Average 2011-2015
SSG % in Bands 2015
State DoE % in Bands 2015
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Percentage in bands: Year 3 Spelling
Percentage in Bands
School Average 2011-2015
SSG % in Bands 2015
State DoE % in Bands 2015
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Percentage in bands: Year 5 Spelling
Percentage in Bands
School Average 2011-2015
SSG % in Bands 2015
State DoE % in Bands 2015
Grammar and Punctuation
In 2015, 92.7% of Year 3 students demonstrated aptitude in Grammar and Punctuation at National Minimum Standard or above. This is a slight increase (1%) on the previous 4 year average.
In 2015, 81.8% of Year 5 students demonstrated aptitude in Grammar and Punctuation at National Minimum Standard or above.
NAPLAN - Numeracy
In 2015, 90% of Year 3 students demonstrated aptitude in Numeracy at National Minimum Standard or above. This is a slight decline on the previous 4 year average of 92%.
In 2015, 89.6% of Year 3 students demonstrated aptitude in Numeracy at National Minimum Standard or above. This is a 4.1% increase on the previous 4 year average.
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Percentage in bands: Year 3 Grammar & Punctuation
Percentage in Bands
School Average 2011-2015
SSG % in Bands 2015
State DoE % in Bands 2015
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Percentage in bands: Year 5 Grammar & Punctuation
Percentage in Bands
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SSG % in Bands 2015
State DoE % in Bands 2015
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Bands
Percentage in bands: Year 3 Numeracy
Percentage in Bands
School Average 2011-2015
SSG % in Bands 2015
State DoE % in Bands 2015
0
10
20
30
40
50
60
3 4 5 6 7 8
Pe
rcen
tage
of
stu
den
ts
Bands
Percentage in bands: Year 5 Numeracy
Percentage in Bands
School Average 2011-2015
SSG % in Bands 2015
State DoE % in Bands 2015
Parent/caregiver, student, teacher satisfaction
In 2015 the school sought the opinions of parents about the school. Parents and caregivers were invited to provide feedback to the school based on the following two questions:
• Can you tell me two things that Punchbowl PS does well?
• Is there something that the school could do better?
Parents were assured that their responses were anonymous. Each interviewer had an iPad and responses were recorded immediately. Use of the Community Language teachers (2 Arabic, Samoan and Vietnamese) allowed parents to respond in their first language which facilitated more inclusive participation Parents responded very positively to the invitation to contribute.
The responses to the two questions are presented below. While each parent gave an individual response, common themes emerged when their answers were compiled. These are summarised below.
Can you tell me two things that Punchbowl PS does well?
Consistent teaching of the school values which had improved student behaviour
All students wearing school uniform
Communicating and reporting to parents
Students are happy to come to school
Homework is consistently sent home
Playground has more activities for students
Students are receiving individual help in the classroom
Teachers care about the students
Home reading program
Kindergarten orientation
Events such as International Day
Monday morning assembly
Showing respect for all cultures
Community Language program
Safety and security of the school
Is there something the school could do better?
Introduce Indonesian Community Language
More homework
Fewer composite classes
More play equipment for the playground
Undercover area when it rains
Parent involvement could increase
Provide more sport lessons
Handling student issues in the playground
Policy Requirements
Aboriginal Education
Punchbowl Public School is committed to improving the educational outcomes and wellbeing of Aboriginal and Torres Strait Islander students so that they excel and achieve in every aspect of their education. Punchbowl Public School promoted respect for the Aboriginal and Torres Strait Islander people in the following ways:
Acknowledging the traditional custodians of
the land in all assemblies through
Acknowledgement to Country;
Integration of Aboriginal perspectives across
the curriculum;
Celebration of the Aboriginal culture through
NAIDOC Week activities and ‘Sorry Day’.
Multicultural Education and Anti-Racism
Punchbowl PS serves a culturally, linguistically and religiously diverse multicultural community. The school places a strong emphasis on developing intercultural understanding, acceptance and respect.
In 2015 students came from 28 different language backgrounds. The largest Language Background Other Than English (LBOTE) group in the school population was Arabic (59%), followed by Samoan (9%) and Vietnamese (6%). Other LBOTE groups included Indonesian (4%), Bengali (3%), Hindi (3%), Urdu (2.5%) and Tongan (2%).
Punchbowl PS received an English as an Additional Language and or Dialect (EAL/D) teacher allocation of 3.8 teachers. EAL/D support was allocated across the school in response to students' needs. In 2015, the number of students classified as New Arrivals rose steadily during the year to 23, making the provision of support to these students a school priority. 34 students in the school came from refugee backgrounds. In 2015 Punchbowl PS continued to operate Community Language programs for background speakers of Arabic, Samoan and Vietnamese. Students in these programs received 2 hours per week of learning in their background language. The Arabic Community Languages teachers continued to hold workshops for Arabic-speaking parents. Topics included how to access and use the school's Mathletics program, basic computer skills and parenting programs. In 2015 the school continued to employ two Community Liaison Officers (CLOs) - one Arabic-speaking and the other Samoan-speaking. The CLOs worked to increase the involvement of Arabic and Samoan parents in school activities and also to foster culturally sensitive communication between staff and parents.
Punchbowl's annual International Day was a key event in 2015 for showcasing and celebrating both the cultural diversity of the school and the school's value of respect. In 2015, we were honoured to have Uncle Steve Williams say ‘Welcome to Country’ and a ‘Smoking Ceremony’ to begin the proceedings. As in previous years Arabic, Samoan, Greek, and Vietnamese students performed cultural dances which were developed and rehearsed by the Community Language teachers, classroom teachers and parents working together.
Many parents contributed to the day by preparing food from many different cultures including Arabic, Islander, African, Asian, Indonesian, Vietnamese and the Sub Continent which were enjoyed by all members of the community. A feature of all the groups performing on the day was that students from a variety of cultures were represented within each
group. For example, students from Arabic backgrounds chose to rehearse and perform with the Samoan dance group.
Special Education
Punchbowl Public School has three support classes catering for students with disabilities. The classes consist of one class for students with a mild intellectual disability and two early intervention classes. These classes are supported by suitably qualified teachers and a student learning and support officer (SLSO). Students enrolled in the mild intellectual disability class access the curriculum in all key learning areas through an integrated model. Students are provided with individualised support in literacy and numeracy. In all other key learning areas students are integrated into appropriate mainstream classes and participate in whole school activities and events. All students in this class have a individual learning plan (ILP) which is developed in consultation with parents and external agencies. Formal parent meetings occur throughout the year, incorporating ILP meetings, Report meetings and Annual Review meetings. The Annual Review meetings allow family members and all other interested parties to discuss appropriateness of the student placement, their academic and social abilities. The early intervention classes are specifically designed to prepare preschool aged children with additional needs transition into kindergarten. Children attend
2-3 sessions per week between the hours of 10.30 am to 1.30pm. During these sessions the children participate in school readiness activities, sensory and play based learning programs. All students have an individual learning plan (ILP) which is developed in consultation with parents and external agencies. Teachers meet with parents and external agencies regularly to review ILPs. Annual Review meetings take place in term two where appropriate student placement and transition procedures for kindergarten place. Along with the onsite early intervention classes the teachers also service and resource many of the preschools in the local community and surrounding areas that cater for a child or children who have a diagnosed disability. The teachers consult with the preschool staff and parents and assist the staff to develop ILPs and other resources that support the child on their educational journey. Early Action for Success (EAfS) and Targeting Early Numeracy (TEN)
At Punchbowl Public School, Early Action for Success brings together quality leadership, identifying individual levels of attainment in numeracy, essential for teaching that is personalised to individual student learning needs and tiered interventions in numeracy. The Best Start initiative is a government commitment intended to ensure that all students are on track in their literacy and numeracy learning by Year 3. The Targeted Early Numeracy (TEN) intervention program at Punchbowl Public School is one component of this initiative. It fulfils a Government commitment to provide quality teaching for students experiencing substantial difficulty in learning numeracy in the early years. The quality teaching model of mathematics at Punchbowl Public School provides:
short, focussed, frequent numeracy
sessions (typically 20 min blocks including
warm up, activity and reflection)
strategically targeted activities focussing on
Early Arithmetical Strategies (EAS)
Explicit and systematic teaching
Five-weekly monitoring of student progress
to identify and plan future instruction
Professional learning in TEN is being supported with a rigorous lesson study model. This includes a cyclical model of collaborative planning, teaching of lessons, teacher feedback and reflection. Teacher training in TEN and professional learning provided has resulted in:
a significant increase in teacher
understanding of the Numeracy continuum
K-10
implementation of TEN quality teaching
strategies across all of the classrooms,
Kindergarten to Year 2
the accurate identification of student
achievement levels in various aspects of
numeracy
a high level of differentiation of the
curriculum resulting in learning opportunities
that match student needs
greater teacher self-efficacy in facilitating
learning in numeracy
almost all students meeting and exceeding
state benchmarks in numeracy acquisition
Punchbowl Pilots are Flying High! After the launch of Punchbowl Pilots as a mascot for the Positive Behaviour for Learning Program (PBL) in 2014 our student pilots have continued to fly high in 2015. By focusing each week on one of our school values and teaching positive behaviour skills in a culture of high expectations our students are learning and articulating what each value means in different areas of the school.
Conversations are focussed on the language of ‘We are Learners, We are Respectful and We are Safe’ at school and at home as many families have played a key role in reinforcing expected behaviours with their children. This combined effort between the school and parents has established a strong message to all students that our school community is working together in creating an environment of safe respectful learners. Each Monday morning at the
whole school assembly our student leaders share with the school community what the PBL focus is for the week followed with an explicit lesson taught across the school. This focus is then integrated into lessons and teaching moments throughout the week to consolidate and reinforce the learning. In term 2 and 3 we focussed on the value of ‘We are Learners’ in 35 Peer Support groups including students from Kindergarten to Year 6. Stage 3 students lead the lesson in peer support groups every Monday afternoon developing leadership, organisational and social skills. Students and teachers K-6 worked together in these groups to define exactly what it means to be a learner.
Learners set goals
Learners speak up and participate!
Learners are prepared
Learners do their best
Learners stay on task
Learners give and receive feedback
Learners accept responsibility for their actions
Our school offers a lunchtime program called Punchbowl Pilots. This program is run by our experienced learning and support team and assists children to strengthen their social skills by using a variety of game-based activities. These activities encourage positive social interactions, develop problem solving skills and build confidence in social situations. Children who participate in Punchbowl Pilots have reported that this is a valuable experience for them.
Debating This year our school participated in the Granville and Strathfield School Education Areas Debating Program. This competition involves rounds of debates against schools in the local area. The students are given topics with plenty of time for preparation. Our team this year was very motivated with students researching and preparing debates at lunch and recess. It has been a great year watching the students grow in confidence and seeing them work hard to successfully meet the challenges of the competition. Premier’s Reading Challenge
The Premier’s Reading Challenge (PRC) aims to encourage a love of reading for leisure and pleasure in students, and to enable them to experience quality literature. It is not a competition but a challenge to each student to read, to read more and to read more widely. In 2015, 362 students from Kindergarten to Year 6 completed the PRC and each student received a participation certificate. Additionally, 2 students received a gold certificate for completing the PRC 4 years in a row. In 2015 the PRC was coordinated by a team of staff assisted by our library teachers and was promoted within library and classroom lessons. The Kindergarten to Year 2 students completed the PRC in class with teacher support while the students from Years 3-6 completed the challenge independently.
Reading Recovery
Reading Recovery is a research-based early intervention program aimed to reduce reading and writing challenges for students in Year 1. The program provides intensive one to one, half hour sessions with the Reading Recovery teacher. Sixteen Year 1 students undertook this individualised program throughout the year, resulting in all students making considerable progress in both areas of reading and writing. The acquisition of skills gained in these lessons assist the student to better cope with the demands of the classroom. End of year monitoring of previous Reading Recovery students currently in Years 2 and 3, indicated continued significant progress in reading, spelling and writing by most students. The Reading Recovery Program will continue in 2016 targeting twenty percent of Year 1 students displaying the most significant needs in the areas of reading and writing. Achievements in the Arts and Sports Dance The Senior Dance group included over 30 students from Years 5 and 6. This very dedicated group rehearsed twice a week during recess. They performed at the Punchbowl Public School International Day, Presentation Day and the Combined Public Schools Music Festival (Bankstown). They were also given the opportunity to perform to a huge audience at the world renowned Sydney Opera House Concert Hall in ‘Our School Spectacular’. They shone at every event they performed in and we are incredibly proud of their achievements in 2015.
Sport Throughout 2015, students at Punchbowl Public School experienced a wide variety of activities designed to improve their skills and to increase their levels of physical activity. Punchbowl Public School participated in the Wiley Park PSSA competition once again and entered teams into the netball, touch football, soccer and rugby league competitions. The senior Rugby League team were undefeated throughout the season and won the Grand Final in a close match against Campsie. Four members of the team were selected for the Wiley park/Western Suburbs selective teams with one being selected for the Sydney East team. Students in Years 3—6 competed in the Wiley Park School Sports Association (PSSA) carnivals in swimming, cross country, athletics carnivals at a school, zone and area level competition. The school had its annual cross country carnival in May. Runners represented our school at the zone cross country carnival. Choir Throughout 2015, a dedicated group of students rehearsed during their lunch breaks to learn a variety of songs. This was in preparation for a performance in a combined choir as part of the Riverwood Music Festival. Punchbowl Public School students joined children from other local schools to showcase their talents. Children learned either alto or soprano versions to sing two part harmony pieces.
Continuing a 53 year tradition at Punchbowl Public School, a group of enthusiastic primary singers entertained our local senior citizens at their end of year Christmas Luncheon at the Punchbowl Uniting Church.
White Ribbon
On Friday 23 November, Punchbowl Public School participated in White Ribbon Day 2015. Over 600 students and teachers dressed in white attended an assembly, where students representing each stage made their White Ribbon pledge to “Break the Silence”. By selling white ribbons/wristbands and raising awareness, it was an excellent opportunity to show that Punchbowl Public School supports this very worthwhile public campaign.
Breaking the Silence involves teachers and other executives in our schools developing strategies to highlight the issue of violence against women and girls, and implementing programs aimed at developing respectful relationships. This Program involved incorporating White Ribbon approaches into our existing school ‘Positive Behaviour for Learning’ lessons. These lessons focused on creating a ‘whole school’ positive culture that promotes respectful relationships.
Preschool Report
Punchbowl Public School has a 2 unit preschool which caters for 80 children per week, and is located within the school grounds. Preschool helps to develop and broaden the way children experience education, leaving them as confident, eager and enthusiastic learners who are looking forward to starting big school. During 2015, Punchbowl Preschool had a focus on healthy living. This was promoted through healthy eating, exercise and drinking lots of water. The preschool’s program focussed on these areas with the children. At preschool we also developed a vegetable garden to help children understand where their food comes from. The children helped to plant the seeds, water and feed the plants, and of course water them every day. We then harvested the vegetables and either cooked with them or tasted them in their raw state.
Sustainability was another focus, and a lot of our material we used in the program were recycled materials. The children also learnt to separate food to go into the rubbish or food to be used as compost or to feed our worms in the worm farm.
The incursions we participated in were:
Ducklings - where eggs were delivered and
we watched them hatch and then care for
the duckling.
The Farm Animals
Magic Pete the Magician.
All staff at the preschool attended a Transition to School Conference. This showed us ways helping children adapt to change. Some staff members were also involved in a Quality Interactions study. This gave us strategies to better measure children’s learning. We had lots of input from parents as they shared cooking, reading, or gardening with the children.
2015 was a great year of learning where children had the opportunity to Belong, Be and Become. Library Report Punchbowl PS Library is used by students every recess for borrowing, returning, browsing and quiet reading. The Library is open two mornings before school and two afternoons after school for both students and parents.
Each class is timetabled a library session where children are introduced to quality literature and given the opportunity to learn how to use the library effectively. The library program supports classroom learning.
Students in Stage 3 introduced pre-school to some of the literature in our library. Students chose appropriate texts and practised reading with expression to engage the pre-schoolers in listening and discussing books as an introduction to preschool visits to the Library. Students in Stage 2 and 3 were introduced to a variety of texts to expand their reading choices and were able to suggest texts to be purchased for their stage. Primary students learned about the Dewey system to organise the non-fiction texts and to become confident and independent users of the library. Kindergarten and Stage 1 explored texts that supported their classroom learning. Over 500 new texts were purchased for the library in 2015. Students and staff borrowed an average 1200 texts per week during 2015.
